HAL (France)
open access
Assessing the stability of tactical learning in youth footballers: the contribution of a metacognitive double-pass method
The stability of tactical learning in youth football remains insfficiently explored. This study examined players' explicit recognition of taught tactical content and the short-term stability of these judgements using a metacognitive double-pass (DP) method. A total of 225 youth footballers (U-13, U-
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